First Semester Course Outline United States History Laura Perkins •
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Week 1 Introduction/ Build Community o Overview of Week 1 o Successful online students o Learn to navigate Angel o Course overview o Overview of Week 2 o What do you know? o Meet each other o Netiquette Week 2 Changing America o Overview of Week 2 ! Watch video overview of 20th Century ! Big Idea—The Good, The Bad and The Ugly o 2.1 Ice Breaker Discussion ! o 2.2 Discussion ! Standard: All ! Objectives: • To think about what it means to be an “American.” ! Approximate time: 1 hour ! Lesson: • Although we may consider ourselves “American,” what does that truly mean in a country as diverse as the United States? ! Activity: • Answer and discuss the question, “What does it mean to be an American?” ! Grading rubric or expectations: Students will be expected to post one thoughtful, well-­‐written response, citing from personal opinion as well as referring to the lecture and/or readings. Students will also need to respond to two students in a thoughtful, respectful manner. See Rubric o 2.3 Introduction ! Standard: 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. ! Objectives: • To think about the founding principles of American democracy and their importance. ! Approximate time: 1 hour ! Lesson: • What are the guiding values of American democracy? Look at the following quotes and decide which values are being expressed. Which is the most important? ! Activity: • Look at quote set #1. What value or principle do you think they represent? Explain WHY you came up with that value or principle. • Repeat with quote sets # 2 – 4. Come up with different values or principles for each, and explain your reasoning . • Of the four values or principles you listed, which do you feel is the most important and why? ! Grading rubric or expectations: Answer thoroughly and in complete sentences. Check for errors. See rubric. o 2.4 Immigration ! Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. ! Objectives: • Students will: read and interpret an article analyze the Irish Famine of 1846-­‐1850 compare and contrast the different political, economic, and social motivations for immigrating to the United States during the 19th century •
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Approximate time: 1 hour Lesson: • At the turn of the century, many countries experienced a marked increase emigration. Immigrants came to the United States in search of economic opportunity, freedom from persecution, and a chance to improve their lives. You will be learning about some of the reasons these immigrants came and what countries they came from. The goal of this activity is to give students an understanding of why many individuals left their native countries and moved to the United States between 1820 and1920. The lesson uses the Irish Famine (1846–1850) as a case study to expose students to emigrant motivations. Students then compare and contrast the Irish immigrants’ motivations to those of immigrants from Germany and Russia. Activity: • Read Chapter 7, Section 1 in the textbook The Americans • Read “Overview: A Century of Immigration” • View slideshow on Immigration • Read about Irish, Russian and German emigration. (to leave one's place of residence or country to live elsewhere) and answer accompanying questions using the readings. Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. Place in drop box by Sunday at midnight. See rubric. Links: About Irish Famine PBS Series: The Irish in America The History Place: Irish Potato Famine Thirteen Reasons Our Ancestors Migrated o 2.5 & 2.6: Inspection and Processing o Will include audio clips of interviews of those processed through Ellis Island ! Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. !
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Objectives: • Describe the journey immigrants endured and their experiences at United States immigration stations • view, analyze and interpret photographs and interviews Approximate time: 1.5 hours Lesson: • Students will “travel” through Ellis Island to get a feel for the experiences of the immigrants as they enter the United States. Students will view photographs of immigrants arriving in the United States and listen to interviews. The goal of this lesson is to give students a feeling for what the voyage across the Atlantic (or Pacific) and arrival in the United States were like. Students will also look at the hardships many new immigrants faced. Activity: • View slideshow on the Ellis Island experience • Go to the Ellis Island Museum site • Take the Ellis Island Citizenship Test—these are questions off the current naturalization test for those applying to become US citizens. Could you pass? • View video on immigration through the movies • View videos taken in 1903 of immigrants arriving at Ellis Island! • Assignment 2.5: o Imagine you are a new immigrant to the United States who has just been processed through Ellis Island and has just settled in a New York City tenement. Use the attached “postcard” and write a letter home. In it, describe why you left and came to America, the journey across the ocean, and your experiences in Ellis Island. While you may use emotions, you must also include facts and details from the previous slideshows and readings. 250 words. • Assignment 2.6: o Using the documents provided, answer the questions on the attached Word document. Answer thoroughly and in complete sentences. !
Use evidence from the documents to support your answer. Check spelling and grammar. Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. Place in drop box by Sunday at midnight. See rubric. Links: America: The Great Melting Pot This comprehensive ThinkQuest site on immigration offers information on the German, Irish, English, Italian, Jewish, Chinese, Japanese, and African immigrant experiences. It provides timelines, personal stories (past and present), histories of Ellis Island and of the Statue of Liberty, and much more. It is a great place to get an overview and find solid background information. The Peopling of America As part of the official Ellis Island Web site, the American Family Immigration Center Web site offers charts which chronicle the numbers of different immigrant groups entering the United States at different time periods. The charts are an excellent source and can be incorporated into a lecture or activity with students. In addition, the timelines show forces behind immigration and their impact on immigrant experiences. Visit website with images and text based on the 1906 book On the Trail of the Immigrant Library of Congress: Immigration to the United States: 1851-­‐1900 National Park Service site on Ellis Island o 2.7 Angel Island o Watch video “From China to Chinatown” ! Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. ! Objective: • To learn about experiences of Asians immigrating to the United States and entering through Angel Island. !
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Approximate time: 1 hour Lesson: • Students will learn about early Chinese immigration to the west coast of the United States—the reasons immigrants came to California and the problems they encountered. Students will learn about the experiences of the Chinese immigrants as they attempted to enter through Angel Island. Activity: • Read handout Chinese Immigration to the United States in the 1800s • View slideshow on Angel Island and Chinese experiences as expressed through poetry Get recording!!! • View the images. Write a four-­‐line poem for ONE of the images. Try and evoke the possible thoughts/emotions of those pictured. !
Grading rubric or expectations: Links: Angel Island Immigration Station Foundation Angel Island State Park Oral Histories of Chinese immigrant detainees •
Week 3 Changing America o 3.1 Discussion ! Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. ! Objectives: • To discuss the concept of America as a “melting pot” or a “salad bowl” ! Approximate time: 1 hour !
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Lesson: • For many years people thought of the US as a “melting pot,” in which immigrants of various backgrounds blend together in a common American culture. More recently, however, people have been referring to the US as a “salad bowl” in which the different ingredients come together while still keeping their individual qualities. Activity: • Which of the above comparisons do you feel is more accurate and why? Or, is it some other food item all together? Use evidence to support your answer. • Watch Schoolhouse Rock’s “Great American Melting Pot” Grading rubric or expectations: Students will be expected to post one thoughtful, well-­‐written response, citing from personal opinion as well as referring to the lecture and/or readings. Students will also need to respond to two students in a thoughtful, respectful manner. See Rubric o 3.2 Cartoon Analysis ! Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. ! Standard 11.3.3 Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-­‐Catholic sentiment, anti-­‐Semitism). ! Objectives: • To analyze attitudes towards new immigrants to the United States, including examples of nativism and anti-­‐
Catholic attitudes. • Students will interpret historical political cartoons to gain information about attitudes of the time. ! Approximate time: 1.5 hours ! Lesson: Students will be exploring the variety of attitudes about the flood of immigrants coming into the United States at the turn of the century through a series of political cartoons from the period. ! Activity: Look at the series of eight historical political cartoons and answer the questions in complete sentences. Finish by answering the wrap-­‐up questions at the end. Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. •
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Place in drop box by Sunday at midnight. See rubric. o 3.3 Nativism Document Based Activity (DBA) ! Standard: Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. ! Objectives: • Students will: o analyze and interpret political cartoons o discuss the rise of nativism in the United States during the 19th century o understand the impetus behind the Know-­‐Nothing Party
o compare and contrast anti-­‐immigrant movements ! Approximate time: 1 hour ! Lesson: • The goal of this lesson is to have students learn about the rise of anti-­‐immigration and nativism (a policy of favoring
native inhabitants as opposed to immigrants) in the United States. Students examine the Know-­‐Nothing party and anti-­‐ immigration laws such as the Chinese Exclusion Act of 1882. ! Activity: • Part I: Look at the two cartoons from recent times and answer the following questions for each. 1. What do you see literally depicted in the cartoon?
2. What characters and symbols appear in the cartoon?
3. What is the meaning of this cartoon? How does the artist feel about the
issue?
4. In what ways do you think American attitudes towards immigrants around
1900 are similar to American attitudes today? Explain.
5. In what ways are the attitudes different? Explain.
Part II: Read the introduction and answer questions pertaining to the historical cartoons.
Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. •
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Place in drop box by Sunday at midnight. See rubric. o 3.4 Americanization ! Standards: • Standard: 11.2 Students analyze the relationship among the rise of industrialization, large-­‐scale rural-­‐to-­‐urban migration, and massive immigration from Southern and Eastern Europe. • Standard: 11.2.3 Trace the effect of the Americanization movement. • Objectives: o Students will: ! consider what it means to think of America as a “nation of immigrants” ! analyze what it means to be an “American” ! assess the tensions between assimilation and heritage ! Approximate time: 1 hour ! Lesson: • In this lesson, students will read an article written during World War I, at the time when America was still neutral but debates still raged over which side to eventually support. The author argues against the “melting pot” ideal, and suggests that the real problem Americans of Anglo-­‐
Saxon descent have with other immigrants is that the !
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newer arrivals were refusing to “Americanize” (Americanization: 1 : the act or process of Americanizing
2 : instruction of foreigners (as immigrants) in English and in United States history, government, and culture) in an “acceptable” way. Students will conclude the lesson by offering their own opinions on the “melting pot” ideal, and on how we should define who is an “American.” Activity: • Read the activity introduction • Read “Trans-­‐National America,” an Atlantic Monthly article by Randolph S. Bourne from July, 1916. • Answer the questions that follow in complete sentences. Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. Place in drop box by Sunday at midnight. See rubric. o 3.5 Life in the Cities !
Standards: • 11.2.1: Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle. •
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11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. Objectives: • Students will: o read and analyze the first chapter of Upton Sinclair’s The Jungle o understand the urban immigrant life experience o discuss socioeconomic relationships within the United States during the Industrial Revolution Approximate time: 1 hour Lesson: • View videos from 1903 of a fish market in the urban ghetto of New York and a street scene of Broadway. And we thought our traffic was bad!
In this lesson, students compare density maps of Chicago in 1850 and 1900 and consider the positive and negative aspects of urban v. rural life at the turn of the century, and read and interpret a chapter from Upton Sinclair’s novel The Jungle. The chapter provides students with a firsthand account of the working conditions and basic living conditions of Lithuanian immigrants living in Chicago’s stockyards. Activity: • Read Chapter 7, Section 2 of text • Visit the tenement (apartment building; especially one meeting minimum standards of sanitation, safety, and comfort and usually located in a city) apartment of the Gumpertz family in the 1880s • Take a 360° tour of a typical tenement in the 1870s. This one was discovered and refurbished by the Tenement Museum in New York. Learn more by visiting their website! • Look at the primary source documents—a chapter from The Jungle, population density maps, and photographs. Answer the questions that accompany each in complete sentences. Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. •
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Place in drop box by Sunday at midnight. See rubric. o 3.6 The Expansion of Industry ! Standards: • 11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. • 12.2.6: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography. ! Objectives: Explain how the abundance of natural resources, new recovery and refining methods, and new uses for them, led to intensive industrialization • To help students recognize the different ways in which growth and progress impacted the United States • To help students understand the consequences, both good and bad, of railroad expansion Approximate time: 1 hour Lesson: • At the end of the 19th Century, natural resources, creative ideas, and growing markets fueled an industrial boom. Technological developments of the time paved the way for the continued growth of American industry. In addition, railroads made possible the expansion of industry across the United States. However, the growth and consolidation of railroads benefited the nation but also led to corruption, requiring government regulation. Activity: • Read Chapter 6, Sections 1 and 2 in the text • View Schoolhouse Rock’s “Mother Necessity” • View slideshow on inventions and innovations of the time • Complete Matching and True or False activities (Do Quiz Poppers link to grade book?) • In “The Changing Labor Force,” look at the graphs and answer the questions. • Do Matching and Ordering activities about railroads Grading rubric or expectations: • Answer questions thoroughly and in complete sentences. •
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Place in drop box by Sunday at midnight. See rubric. •
Week 4 Changing America o 4.1 Discussion ! Standard: 11.2.5 Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders. ! Objectives: • To discuss the various opinions about the industrial giants of the early 20th Century !
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Approximate time: 1 hour Lesson: • A few men during the early 20th Century dominated their respective industries, such as Rockefeller, Carnegie, Vanderbilt and Morgan, through shrewd and oftentimes ruthless business practices. They are also, however, partially responsible for helping build the United States into an industrial giant. Activity: • Are men such as those listed above “robber barons” (Robber baron is a term that revived in the 19th century in the United States as a reference to businessmen and bankers who dominated their respective industries and amassed huge personal fortunes, typically as a direct result of pursuing various anti-­‐competitive or unfair business practices) as many have labeled them? Or are they “captains of industry” ("Captain of industry" was a term originally used in the United States during the Industrial Revolution describing a business leader whose means of amassing a personal fortune contributes positively to the country in some way. This may have been through increased productivity, expansion of markets, providing more jobs, or acts of philanthropy) as others would contend? Grading rubric or expectations: Students will be expected to post one thoughtful, well-­‐written response, citing from personal opinion as well as referring to the lecture and/or readings. Students will also need to respond to two students in a thoughtful, respectful manner. See Rubric o 4.2 Analyzing Industrialism ! Standards: • 11.2.2: Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. • 12.2.6: Trace the economic development of the United States and its emergence as a major industrial power,